2.4 How Will You Be Using Technology to Improve Teaching and Learning in Foreign Language?
The goal of section 2.4 is to identify the major elements of your district's plans to use technology to enhance
teaching and learning in Foreign Language at the elementary, middle and secondary levels over the next three
years.
The primary objective is that you provide a brief description of two or three broad-based practices being utilized by
the majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middle
and secondary levels. For example, if all or most of your fifth through seventh grade Foreign Language teachers
are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this
would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the
classroom – do not portray it as a broad-based practice.
Please feel free to include information about significant technology integration practices which are, by nature, not
broad-based. For example, if a high school science teacher is using simulation software to allow students to
conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the
Science curriculum area at the high school level only.
Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in
the Foreign Language instructional process, as well as your target levels for improvement. If your responses fall
between whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5. Current Levels of Technology Integration in Foreign Language 1.0 Entry - Learn the basics of using the new technology.
2.0 Adoption - Use new technology to support traditional instruction.
3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on
increased student productivity and engagement by using word processors, spreadsheets, and graphics tools.
4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the
technology as needed and as one of many tools.
5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for
teaching algebra or designing projects that combine multiple technologies. Where are we now? Where do we want to go? Pre-K 1.0 3.0
K-4 2.0 3.0
5-8 2.0 4.0
9-12 3.0 5.0
Grade Level Band
05-08
Where we are at now
Where we want to be
PreK-K
K-2
3-5
6-8
9-12
Grade Level Band
09-12
Where We Are Now
Where we want to be
Pre-K
K-2
3-5
6-8
9-12
How will we get there? The purpose of our curriculum mapping process is to keep us on track and on target with Ohio's State
Standards. Professional development opportunities will be provided by the Educational technologist and the
district's Educational technology representatives. Face-to-face and online professional development
opportunities will be provided. We also intend to use resources from etech (ie, elearning, etech conference,
etc).
Our district currently provides the following software for students:
Rosetta Stone
Reading Counts
Language specific interactive software packages
How will we know we're getting there? Our quarterly benchmark assessments will reflect this progress for the students. Evaluations and observations
will be used for the teachers. Feedback will be provided to the teacher based on the evaluation and
observations. We will use a rubric and provide a pre and post assessment(Survey Monkey/Zoomerang) to all
teachers to assess our progress. Our district educational technology representatives will be able to get
feedback from these instruments.
How will we sustain focus and momentum? We will seek out support from our district's Administrative staff, Board of Education, Technology staff,
Teachers,Paraprofessionals and Parents.
The District's Educational Technology staff will provide aligned and up-to-date ongoing professional
development opportunities.
Provide semester documentation of progress of the ACOT scale to appropriate personnel.
We would like to seek out a waiver day to provide a whole day's worth of Professional development
opportunities to our faculty and staff. Also, we would like to propose an early release day every week for our
teachers to use the time to practice and share their technology skills.
The goal of section 2.4 is to identify the major elements of your district's plans to use technology to enhance
teaching and learning in Foreign Language at the elementary, middle and secondary levels over the next three
years.
The primary objective is that you provide a brief description of two or three broad-based practices being utilized by
the majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middle
and secondary levels. For example, if all or most of your fifth through seventh grade Foreign Language teachers
are requiring students to conduct internet research or produce multimedia presentations on a regular basis; this
would qualify as a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the
classroom – do not portray it as a broad-based practice.
Please feel free to include information about significant technology integration practices which are, by nature, not
broad-based. For example, if a high school science teacher is using simulation software to allow students to
conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the
Science curriculum area at the high school level only.
Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in
the Foreign Language instructional process, as well as your target levels for improvement. If your responses fall
between whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.
Current Levels of Technology Integration in Foreign Language
1.0 Entry - Learn the basics of using the new technology.
2.0 Adoption - Use new technology to support traditional instruction.
3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on
increased student productivity and engagement by using word processors, spreadsheets, and graphics tools.
4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the
technology as needed and as one of many tools.
5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for
teaching algebra or designing projects that combine multiple technologies.
Where are we
now?
Where do we want
to go?
Pre-K 1.0 3.0
K-4 2.0 3.0
5-8 2.0 4.0
9-12 3.0 5.0
Where we are at now
Where We Are Now
The purpose of our curriculum mapping process is to keep us on track and on target with Ohio's State
Standards. Professional development opportunities will be provided by the Educational technologist and the
district's Educational technology representatives. Face-to-face and online professional development
opportunities will be provided. We also intend to use resources from etech (ie, elearning, etech conference,
etc).
Our district currently provides the following software for students:
Rosetta Stone
Reading Counts
Language specific interactive software packages
How will we know we're getting there?
Our quarterly benchmark assessments will reflect this progress for the students. Evaluations and observations
will be used for the teachers. Feedback will be provided to the teacher based on the evaluation and
observations. We will use a rubric and provide a pre and post assessment(Survey Monkey/Zoomerang) to all
teachers to assess our progress. Our district educational technology representatives will be able to get
feedback from these instruments.
How will we sustain focus and momentum?
We will seek out support from our district's Administrative staff, Board of Education, Technology staff,
Teachers,Paraprofessionals and Parents.
The District's Educational Technology staff will provide aligned and up-to-date ongoing professional
development opportunities.
Provide semester documentation of progress of the ACOT scale to appropriate personnel.
We would like to seek out a waiver day to provide a whole day's worth of Professional development
opportunities to our faculty and staff. Also, we would like to propose an early release day every week for our
teachers to use the time to practice and share their technology skills.